Lifting the lid on “exam factory” thinking.
In a direct challenge to the government’s performance tables fixation and the use of “exam floor targets” to label failing schools, Amanda Spielman, the head of Ofsted, has said that some school leaders should be “ashamed” of the tactics used to bolster their league table standings. The Ofsted view is that some schools are simply becoming “exam factories”, burdening students with “meaningless exams” to improve their league table results.
Ms Spielman said, “At a time of scarce pupil funding and high workloads, all managers are responsible for making sure teachers’ time is spent on what matters most. This means concentrating on the curriculum and the substance of education, not preparing your pupils to jump through a series of accountability hoops… The idea that children will not, for example, hear or play the great works of classical musicians or learn about the intricacies of ancient civilisations – all because they are busy preparing for a different set of GCSEs – would be a terrible shame.”
The head of the inspectors in England continued, “All children should study a broad and rich curriculum. Curtailing key stage three means prematurely cutting this off for children who may never have an opportunity to study some of these subjects again.
“Rather than just intensifying the focus on data, Ofsted inspections must explore what is behind the data, asking how results have been achieved. Inspections, then, are about looking underneath the bonnet to be sure that a good quality education –one that genuinely meets pupils’ needs – is not being compromised.”
Answer the Question!
Is this the first breeze of a fresh wind about to blow through our Education system? More emphasis on teaching and learning as opposed to just focusing on achievement has got to be positive, and with the current state of uncertainty in the political landscape it is unlikely that the government will do much to oppose the direction Ofsted may be taking. This issue was highlighted in the context of maths learning difficulties at our SpLD Central conference yesterday, where Prof Steve Chinn (author of Maths for Dyslexics, The Trouble with Maths etc) was our keynote speaker. Steve pointed out that a frightening number of 16-19 yr olds were, basically, incompetent at maths. By incompetent I mean that they made fundamental place value errors; couldn’t work our simple fractions etc. By frightening we are talking about over 40%. At or near the top of the pile of achievement-based teaching (ie I want you to give me the answer to this question, now!) is learning times tables by rote. And in February this year we find Nick Gibb telling an education select committee that times tables testing would be returning to primary schools in summer 2019, as the government thinks “Times tables are a very important part of mathematical knowledge.”
Back to Basics
I don’t think any of us would disagree with the value of knowing what, for example, 6 x 7 equals. What Steve was showing us yesterday was the importance of making sure that children know what the numbers actually mean before we ask them to do sophisticated operations with them. In order to achieve that goal we sometimes need to go a long way back into very basic territory, then sometimes further back still, before we can put right errors and misconceptions that have been hard-wired into early learning experiences with number. What is easy to see in the context of maths learning applies right across the curriculum. Insisting on tests for times tables (and don’t forget, schools – we’ll be grading you on how many of your students give the right answers!) is just a symptom of the bigger problem which is driving the education standards it is desperate to improve.
So let’s hope Ofsted have their way, and get to inspect more of what is going on “under the bonnet”. Maybe we should send the schools minister one of our dyscalculia kits…